Exploring pre-service science and technology teachers? technological pedagogical content knowledge and classroom practices involving the topic of electric current

In this research study utilized the survey method, Pre-service Science and Technology Teachers? Technological Pedagogical Content Knowledge (TPCK) and classroom practices involving the topic of electric current were investigated. TPCK was conceptualized as an integration of the subject matter, pedagogical and technological knowledge in the study. Pre-service Science and Technology Teachers (PSTTs?) subject matter knowledge consisting of conceptual knowledge and nature of science, including relations between these two types of knowledge, were investigated. Then, the pre-service teachers? pedagogical knowledge consisting of the following four components was examined: (1) the knowledge of science and technology program, (2) the knowledge of students? learning difficulties, (3) the knowledge of instructional strategy, method and activities and (4) the knowledge of assessment. PSTTs? technological knowledge composed of subject-specific and topic-specific technological knowledge. TPCK and classroom teaching practices of the PSTTs were investigated using the triangulation of quantitative and qualitative data analysis. 44 randomly selected PSTTs in their final year in the Department of Science Education participated in the study. Data collection tools in this study are: open-ended conceptual test, semi-structured individual interview and concept map for the PSTTs? conceptual knowledge and lesson preparation method for the PSTTs? pedagogical and technological knowledge and field notes, video records and observation protocol for the PSTTs? classroom teaching practices.Findings obtained from the data showed that PSTTs were lack of sufficient conceptual knowledge and views on nature of science and hold general alternative conceptions. PSTTs? pedagogical knowledge (the knowledge of science and technology curriculum, the knowledge of students? learning difficulties, the knowledge of instructional strategy and methods and the knowledge of assessment) and technological knowledge showed to be partially satisfactory. Data related to the PSTTs? teaching practices in the elementary school science classrooms indicated the following success rates as percentage: 47,4% for the lesson design and implementation, 48,0% for propositional knowledge, 41,7% for procedural knowledge, 47,6% for student/teacher relationship and 51,3% for communicative interactions.Results of the statistical analyses showed that no significant relation was found between PSTs? subject matter and views on nature of science (r=-0,003, p=0,985). There was a significant relation between PSTs? subject matter and pedagogical knowledge (r=0,301, p=0,047), while no significant relation was found between PSTs? subject matter and technological knowledge (r=0,200, p=0,192). In addition, the relation between PSTs? pedagogical and technological knowledge was statistically significant (r=0,377, p=0,012). There was also significant relation between PSTs? classroom practices and pedagogical knowledge (r=0,561, p=0,000), and technological knowledge (r=0,435, p=0,003); however, no significant relation was found between PSTs? classroom practices and subject matter knowledge (r=0,122, p=0,431). The relations among the knowledge components of PSTs? pedagogical knowledge were found as follows: There was not significant relation between PSTs? the knowledge of science and technology program and students? learning difficulties (r=0,233, p=0,129), knowledge of science and technology program and instructional strategy and method (r=-0,122, p=0,432), knowledge of science and technology program and assessment (r=0,100, p=0,520), the knowledge of students? learning difficulties and instructional strategy and method (r=0,030, p=0,844) and the knowledge of assessment and students? learning difficulties (r=0,092, p=0,553). There was significant relation between PSTs? the knowledge of assessment and instructional strategy and method (r=0,407, p=0,006).